1. The Impact of Technology on the Contemporary Classroom Shaun Rosell Kansas State University EDCI 803 Curriculum Development

2. Why Technology and Curriculum? Bachelor’s degree in Elementary Education (Arizona State University) Math teacher for 5 years (K-12) Seeking Master’s degree in Educational Computing, Design, and Online Learning Exploring career in instructional design

3. Purpose Identify effects of technology in education Explore how technology can improve instruction and learning outcomes

4. Introduction Technology is becoming vital to various aspects of society –Especially careers Schools are implementing technology to reflect rest of society Technology is beginning to change many aspects of education

5. Areas of Impact Roles Classroom Practices Student Motivation Student Performance

6. Roles with Technology Teacher –Less specialized –Subject expert –Facilitator Support Inspire / Encourage Criticize –Evaluator Student –Active Collaborate Interpret and Organize Knowledge –“Infotectives”

7. Technology and Classroom Practices Computerization of traditional practices Variety of instructional practices that cater to various teaching and learning styles Variety of ways to display learning Support variety of philosophies and psychologies

8. Idealism and Technology Emphasis on knowledge Relate content and ideas Think abstractly Example: Tutorials

9. Realism and Technology Subject matter –Math and Science Accuracy, precision, knowledge of real world Example: Calculator, computer

10. Pragmatism and Technology Changing world Experience Example: Simulations –Mission US –SimCity

11. Existentialism and Technology Choice Human feelings Examples: Ease of differentiation, the arts

12. Technology and Psychology Shift from behaviorism (traditional) to constructivism (contemporary) Active thinking and learning Construct knowledge through metacognition Examples: Virtual reality and digital portfolios

13. Benefits Engaging –Increased effort –Decreased misbehavior Cater to individual differences Prepare for future employment, experiences

14. Issues Lack of training / support Lack of funds Low quantity / quality Poor maintenance

15. Conclusions Technology is an integral part of society Schools should provide students with experience with technology to prepare for situations outside of school Schools must implement technology properly to reap benefits –Proper training / support, including classroom practices that utilize technology and produce positive results –Proper funding

16. Questions

17. References Alexiou-Ray, J. A., Wilson, E., Wright, V. H., & Peirano, A. (2003). Changing instructional practice: The impact of technology integration on students, parents, and school personnel. University of Alabama. Retrieved from http://ejite.isu.edu/Volume2No2/AlexRay.htm Corporation for Public Broadcasting (2010). Mission us. Retrieved from http://www.mission-us.org/ Electronic Arts, Inc. (2012). Simcity. Retrieved from http://www.simcity.com/en_US Dewey, J. (1938). Experience and education. New York, NY: Touchstone.

18. References Ediger, M. (1996). Technology in the school curriculum. Australian Journal of Educational Technology, 12(2), 145-161. Retrieved from http://www.ascilite.org.au/ajet/ajet12/ediger.html Eyal, L. (2012). Digital assessment literacy: The core role of the teacher in a digital environment. Educational Technology & Society, 15(2), 37-49. Retrieved from http://www.ifets.info/journals/15_2/5.pdf Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365. Retrieved from http://www.ascilite.org.au/ajet/ajet25/holmes.pdf

19. References Iyamu, E. O. S., & Ogiegbaen, S. E. A. (2005). Assessment of the use of educational technology by social studies teachers in secondary schools in western nigeria. e-JIST, 8(1), Retrieved from http://www.ascilite.org.au/ajet/e- jist/docs/vol8_no1/commentary/assess_ed_tech.htm Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17-27. Retrieved from http://www.ifets.info/journals/8_1/5.pdf Larkin, K. (2011). Informing one-to-one computing in primary schools: Student use of netbooks. Australasian Journal of Educational Technology, 27(3), 514-530. Retrieved from http://www.ascilite.org.au/ajet/ajet27/larkin.pdf

20. References Nanjappa, A., & Grant, M. M. (2003). Constructing on constructivism: The role of technology. University of Alabama. Retrieved from http://ejite.isu.edu/Volume2No1/nanjappa.htm Ornstein, A. C., & Hunkins, F. P. (2013a). Philosophical foundations of curriculum. Curriculum: Foundations, principles, and issues (pp. 28-54). Upper Saddle River: Pearson Education. Ornstein, A. C., & Hunkins, F. P. (2013b). Psychological foundations of curriculum. Curriculum: Foundations, principles, and issues (pp. 91-126). Upper Saddle River: Pearson Education.

21. References Sayparn, M. (2011, May 9). Effects of technology on classrooms and students. Retrieved from http://maysayparn.wordpress.com/2011/05/09/effect s-of-technology-on-classrooms-and-students/ United States Department of Education (2008, May). Effects of technology on classrooms and students. Retrieved from http://www2.ed.gov/pubs/EdReformStudies/EdTech/ effectsstudents.html Winzenreid, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology, 26(4), 534-552. Retrieved from http://www.ascilite.org.au/ajet/ajet26/winzenried.pdf